Early Childhood Education (Elementary Education Minor)

Overview

Early childhood education is an important aspect of building contributing members of society. These early years of development play a significant role in shaping who individuals will become. With an early childhood education minor, students graduate with two teaching licenses – one in elementary/middle school education (grades K-9) and one in early childhood (birth through grade 3) education. The minor also works well as a supplement for social work, elementary education, and psychology majors—any degree where the student's career outlook may involve specializing in working with children. The early childhood education minor also offers  the knowledge required to be a preschool teacher or childcare administrator.

Spanish Education (BA)

Overview

With the Spanish language being spoken more and more across the country, the need for Spanish teachers continues to rise. Students majoring in Spanish education take a combination of Spanish courses in the School of Humanities, and classes from the School of Education, where students learn the ins and outs of leading a classroom and being an effective teacher. Study abroad opportunities are abundant for those in the Spanish program, and students are given the opportunity to explore the culture of Latin America and Latinos with a focus on social justice. Viterbo University’s Spanish program provides the language and cultural skills that prepare students for a future as a Spanish teacher, and the education program effectively ensures that all graduates are ready to pass knowledge onto the next generations.

Policy
  • For K-12 Spanish, a period of residency of at least one month in a country where the target language is spoken is required.
  • The requirements below must be met before student teaching:
    • Courses in literature and culture must be taken in two of the three areas of the Spanish-speaking world - Spain (Peninsular), Latin America, U.S. Hispanic
    • A proficiency level of Intermediate-High in speaking assessed through a standardized oral exam (Oral Proficiency Interview)
    • A demonstrated cultural knowledge in two of the three areas of the Spanish-speaking world as evidenced through department assessment
Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

  • LEARNER DEVELOPMENT – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and the teacher designs and implements developmentally appropriate and challenging learning experiences.
  • LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • LEARNING ENVIRONMENTS – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • APPLICATION OF CONTENT – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • ASSESSMENT – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • PLANNING FOR INSTRUCTION – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • INSTRUCTIONAL STRATEGIES – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
  • PROFESSIONAL LEARNING AND ETHICAL PRACTICE – The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • LEADERSHIP AND COLLABORATION – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
  • VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.

Music Education (BM Concentration)

Overview

The Bachelor of Music degree with a concentration in music education prepares students for teacher licensure through the Wisconsin Department of Public Instruction. Students are certified to teach K–12 general music, 6–12 choral music, and receive instrumental instruction in compliance with the state rule requiring broad preparedness in music. Viterbo University has active student chapters in the National Association for Music Education, National Association of Teachers of Singing, and the American Choral Directors Association and a near 100% placement rate for its graduates. The program is accredited by the National Association of Schools of Music.

Policy
    • All music majors are required to attend the weekly music department forum every semester in which they are enrolled except for semesters they are registered for MUSC 425 or 429.
    • All music majors are required to register for MUSC 137/337 (Concert Choir) every semester in which they are enrolled except for semesters they are registered for MUSC 425 or 429.
    • All music majors must register for a piano class, aural skills class, and music theory class each semester until all sequences are successfully completed. Music majors who have not completed all levels of Piano Proficiency, Aural Skills, and Music Theory by the end of their sixth semester of full-time study in music must petition the music department to continue as a music major.
    • 100-level ensembles and applied lessons courses are for freshmen and sophomore standing and 300-level ensembles and applied lessons courses are for junior and senior standing
    • Music Majors taking MUVO 171/371 must concurrently be registered for MUVO 172/372
    • An applied lesson fee is charged for each credit of applied lessons – see Tuition and Fees
Learning Outcomes
  • Develop literacy of music through analysis, arrangement, composition, and improvisation.
  • Distinguish important stylistic trends in music, including western, popular, and world genres.
  • Demonstrate performance skills requisite for artistic self expression.
  • Apply knowledge of current teaching methods, materials, and technology to musical instruction.
Addendum

The degrees Bachelor of Music in Performance, Bachelor of Music Education and Bachelor of Music in Music are currently granted accreditation by the National Association of Schools of Music, 11250 Roger Bacon Drive, Suite 21, Reston, VA, 20190-5248; 703-437-0700; https://nasm.arts-accredit.org/.

Social Studies Education (BS)

Overview

Broad field social studies education combines the study of history with the breadth of insights and understanding from the social sciences. The program prepares students for teaching positions in economics, geography, history, political science, psychology, or sociology. Students also take courses in the School of Education, and learn the educational tools and social studies knowledge needed in order to be a successful teacher at the middle and secondary school levels. This foundation, paired with education courses taken through the School of Education, prepares students for a teaching career in public or private schools.

Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

  • LEARNER DEVELOPMENT – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and the teacher designs and implements developmentally appropriate and challenging learning experiences.
  • LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • LEARNING ENVIRONMENTS – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • APPLICATION OF CONTENT – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • ASSESSMENT – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • PLANNING FOR INSTRUCTION – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • INSTRUCTIONAL STRATEGIES – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
  • PROFESSIONAL LEARNING AND ETHICAL PRACTICE – The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • LEADERSHIP AND COLLABORATION – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
  • VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.
Subscribe to Education